C, Cjgj^,J^ (Continued)
Pnogram Ef fec11veness; The findings of a recent Department of Education
itu<ty 1 n"d1cate th at........the EDACs* as presently constituted! have not achieved
their major objectives. They currently carry out few activities 1n the
area of needs assessment and, except for the Lesley College EDAC, little
1n the area of evaluation. Further* their publication and dissemination
activities, while extensive, have failed to reach their intended clientele
or to receive wide use in bilingual education programs (E2).
4. Materials Development Projects Program
Program Scope: The Deaprtment allocated $2.5 million for continuation
grants for materials development in FY 1984.
Benefits Provided: Three major activities are authorized for materials
development p rejects: (a) developing, testing, and disseminating
instructional and testing materials for use in programs of bilingual
education; (b) developing instructional materials for use by institutions
of higher education in training persons who are participating in, or
preparing to participate in, programs of bilingual education; and (c)
conducting needs assessments to determine specific needs for materials
development. No new projects were funded in FY 1984.
Program Effectiveness: No current information.
5. Research and Development Program
Program Scope: The Department awarded $5,1 million for research and
evaluation studies and evaluations. Another $1,7 million was budgeted
to the National Clearinghouse on Bilingual Education.
Benefits Provided: Part C research results are beginning to provide in-
formation for policy and management. Since 1979, 60 studies have been
supported, including basic research, applied research, development, and
evaluation. A major focus of these documents is on research findings
of studies funded by the Part C research funds. The Clearinghouse also
provides specific information on request. A toll-free number expedites
Program Effectiveness: Results of one major Part C study, the Significant
Bilingual Instructional Features Study (S8IF), were reported in FY 1984.
The SBIF found that teachers in bilingual programs that had been judged
by others to be outstanding programs exhibited the same kinds of classroom
teaching behavior that characterize good teachers in regular classrooms.
These teachers used English about 60 percent of the time. The teachers
emphasized development of English language skills whenever instruction
was in English, not just during "English class" (E3» E4). This is essen-ate evaluation and assessment methods and materials.chers for bilingual education.